PART 1:
Step 1: Watch/Read
1. https://www.youtube.com/watch?si=p72l-AFi8bkaFJ7U&v=pL2aM0OHVVE&feature=youtu.be
2. https://www.youtube.com/watch?si=uh2yz8pRQ25yOyrQ&v=DyKU6TmN4CE&feature=youtu.be
3. ONLY READ PAGES 10-11 ONLY https://www.nextgenscience.org/sites/default/files/resource/files/Appendix%20F%20%20Science%20and%20Engineering%20Practices%20in%20the%20NGSS%20-%20FINAL%20060513.pdf
4. Only read pages 6-7 and 8-9 NGSS Overview of the Cross Cutting Concepts – https://www.nextgenscience.org/sites/default/files/resource/files/Appendix%20G%20-%20Crosscutting%20Concepts%20FINAL%20edited%204.10.13.pdf
5. STROUPE CHAPTER 6 (PDF ATTACHED)
STEP 2:
Answer the following questions: Please make sure to use apa 7 citations
for the lesson/activity – activity should be an 8th grade science lesson on the solar system. dealing with the following: eclipse of the moon or the sun, planetary motion or phases of the moon. The activity can be any other phenomenon as long as it is in the solar system unit.
Briefly describe your understanding of each of the practices and CCC’s that were in this module. (4 sentences max for each).
Describe at least two things that stood out to you from Chapter 6 of Stroupe.
Provide a single activity, NOT an entire lesson or unit plan, that you found (aim for open access online so others can use) that includes one of the practices or CCC’s that you described for this module, and that you could incorporate into your current class you are teaching (even if it is not science).
Clearly identify which Practice or CCC you chose.
Provide the activity and where you found it (with a link if it is open access online).
Explain how that activity uses the practice or CCC you chose.
After reading chapter 6 of Stroupe (2023), what complexities in science might this lesson bring up for your students? How might you prepare to address them?
What is one way technology is/can be infused in this activity?
Describe one explicit way that this activity could be modified for a student with a learning disability.
Part 2:
Step 1:
Watch/Read:
1. https://www.youtube.com/watch?v=yoQfdaD40mY
2. Only read pages 7-8 NGSS Overview of the Cross Cutting Concepts – https://www.nextgenscience.org/sites/default/files/resource/files/Appendix%20G%20-%20Crosscutting%20Concepts%20FINAL%20edited%204.10.13.pdf
3. STROUPE CHAPTER 7 – PDF ATTACHED
STEP 2:
Answer the following questions: Please make sure to use apa 7 citations
for the lesson/activity – activity should be an 8th grade science lesson on the solar system. dealing with the following: eclipse of the moon or the sun, planetary motion or phases of the moon. The activity can be any other phenomenon as long as it is in the solar system unit.
Briefly describe your understanding of each of the practices and CCC’s that were in this module. (4 sentences max for each)
Provide a single activity, NOT an entire lesson or unit plan, that you found (aim for open access online so others can use) that includes one of the practices or CCC’s that you described for this module, and that you could incorporate into your current class you are teaching (even if it is not science)
Clearly identify which Practice or CCC you chose.
Provide the activity and where you found it (with a link if it is open access online).
Explain how that activity uses the practice or CCC you chose.
After reading chapter 7 of Stroupe (2023), in what ways could you incorporate community engagement into this lesson?
What is one way technology is/can be infused in this activity?
Describe one explicit way that this activity could be modified for a student with a speech or language impairment?
